Science/Engineering: K-2 ETS1-1 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
Engineering: K-2 ETS1-2 Develop a physical model to solve a problem
Engineering: K-2 ETS1-3 Analyze data from tests of different objects attempting to solve the same problem as to strengths and weaknesses
Classify objects into given categories; count the numbers of objects in each category and sort the categories by count
A container of 10 crickets purchased from the pet store. Put them in the middle of a large under-bed tray [about 2 ft by 3 ft by 8 in. high] for the observation and experiment. Keep in a terrarium when not being tested.
Child-friendly stop watches; paper scraps, markers, scissors, staplers
SCIENCE INQUIRY PROCESS
Observe: Have children gather around the bin and ask them to safely observe the crickets using all the appropriate senses.
- Visual: What do they look like? What colors are they? How big are they? What body parts do you see?
- Hearing: Do they make any sounds?
- Smell: Do they give off an odor?
- Touch: Have children take turns holding a cricket. How does it feel? How does it move?
- Taste: Are they something we want to taste? Why or why not?
Ask Questions Have children brainstorm questions and record on a chart . Examples:
- Are they alive? How do we know?
- Can they see?
- What do they eat?
- Where do they live?
- Do they like light or dark places?
- They can see because they have what look like eyes.
- They like dark because they keep trying to crawl underneath other.
- If we make dark places will they go inside?
- How long will they stay inside?
- First, engineer dark places “houses” using different colored paper, different forms, different openings. Affix together using staples. Limitation: No Tape. Tape might hurt a cricket that gets stuck in it. (Engineering)
- Use color and form to create a space appealing to the crickets and easily identifiable as your own. (Arts)
- Time how long they stay inside using a stop watch. (Mathematics)
- Record number of crickets inside and outside every minute on a checklist
- If a cricket enters a house record which house and how long it stays inside on a chart.
- Did crickets go inside or not?
- Graph how long they stayed in the different houses. (Mathematics)
Come to a Conclusion
- Did crickets prefer the houses or being out in the open?
- Which type of house did they prefer the most?
- Display a finished graph.
- Display the house designs and discuss how they functioned (Arts: Responding)
- Show photographs/videos of cricket behavior during test (Technology)
- Did the size of the house make a difference?
- What would the crickets do in the dark?
- What would happen if you put food inside the houses?